Library and Information Services for Open and Distance Learning

2016 ◽  
pp. 29-45
Author(s):  
Ugwunwa Chinyere Esse ◽  
Happiness Ohaegbulam
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Information Service ◽  
Content Delivery ◽  
Mobile Technologies ◽  
Distance Learners ◽  
Library Services ◽  
Research Libraries ◽  
Knowing That ◽  
Open And Distance Learning

For Reason of it tested capabilities Open and Distance Learning Education has been widely accepted and adopted in many institutions across the worlds. Knowing that the practice of Library and information service to the ubiquitous distance learners promises to be a clear departure from the traditional library system, Academic libraries have become new actors in the process of distance learning among other factors of education and research. Libraries are reshaping its services and Mobile learning services is now represents exciting new frontiers in education and pedagogy. With the features of ‘wearable' computing and multimedia content delivery via mobile technologies, library services and mobile learning becomes feasible and offers new benefits to instructors and learners. The full cost and complexity of providing quality library services to support open and distance education tend to be underestimated.

Library and Information Services for Open and Distance Learning

2016 ◽  
pp. 1147-1163
Author(s):  
Ugwunwa Chinyere Esse ◽  
Happiness Ohaegbulam
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Information Service ◽  
Content Delivery ◽  
Mobile Technologies ◽  
Distance Learners ◽  
Library Services ◽  
Research Libraries ◽  
Knowing That ◽  
Open And Distance Learning

For Reason of it tested capabilities Open and Distance Learning Education has been widely accepted and adopted in many institutions across the worlds. Knowing that the practice of Library and information service to the ubiquitous distance learners promises to be a clear departure from the traditional library system, Academic libraries have become new actors in the process of distance learning among other factors of education and research. Libraries are reshaping its services and Mobile learning services is now represents exciting new frontiers in education and pedagogy. With the features of ‘wearable' computing and multimedia content delivery via mobile technologies, library services and mobile learning becomes feasible and offers new benefits to instructors and learners. The full cost and complexity of providing quality library services to support open and distance education tend to be underestimated.

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

Technology Management Through Artificial Intelligence in Open and Distance Learning

2019 ◽  
pp. 338-368 ◽  
Author(s):  
Serap Uğur ◽  
Gulsun Kurubacak
Keyword(s):  
Artificial Intelligence ◽  
Qualitative Research ◽  
Distance Learning ◽  
Technology Management ◽  
Qualitative Research Methods ◽  
Learning Systems ◽  
Distance Learners ◽  
Interpretive Phenomenology ◽  
Open And Distance Learning ◽  
Learning Institutions

Technology management is a management discipline that evaluates the potential of the cutting-edge technology integration to maintain the competitive institutions, and seeks ways to use these potentials for the benefit of the organizations. The technologies that use in open and distance learning institutions for learner enrollment and course follow-ups, software that teachers use both in content presentations and evaluation stages, etc. They need to use technology in many different services and processes in the managerial dimension. In this chapter, which is conducted by using interpretive phenomenology method from qualitative research methods, it was questioned how to integrate artificial intelligence in open and distance learning systems determined within the scope of technology management for a technology-driven international university. Suggestions were made for artificial intelligence applications in the management of open and distance learners.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

The Research of Rural Mobile Learning Platform Based on Android System

2013 ◽  
Vol 333-335 ◽  
pp. 2202-2205
Author(s):  
Ji Chun Zhao ◽  
Jian Xin Guo ◽  
Jing Gong ◽  
Chun Yang
Keyword(s):  
Operating System ◽  
Distance Learning ◽  
Mobile Learning ◽  
Software Design ◽  
Low Cost ◽  
Information Service ◽  
Fourth Quarter ◽  
High Tech ◽  
Learning Platform ◽  
Android System

Android system has become the world's most widely used phone platform, overtaking Symbian in the fourth quarter of 2010, and the software of choice for technology companies who require a low-cost, customizable, lightweight operating system for high tech devices without developing one from scratch, so it is possible used in rural distance learning. The text introduced a method of rural distance learning based on Android system, and the software design is given, the test effect is shown. The terminal users can get the information service through the Android system phone, which is suitable for rural users.

How Did They Study at a Distance? Experiences of IGNOU Graduates

2011 ◽  
pp. 217-229
Author(s):  
Manjulika Srivastava ◽  
Venugopal Reddy
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Empirical Research ◽  
Research Study ◽  
Study Habits ◽  
Distance Learners ◽  
Open University ◽  
Open And Distance Learning ◽  
Diverse Groups ◽  
National Open University

The question why some learners successfully study through distance mode and others do not is increasingly becoming important as open and distance learning (ODL) has come to occupy a prominent place in providing higher education to large segments of the population in India. With barely 1112 students studying through distance mode in 1962, the number has crossed 2.8 million in 2006. This article presents the findings of an empirical research study conducted to investigate the study habits of successful distance learners of the India Gandhi National Open University (IGNOU). Every year, nearly 70,000-80,000 pass out of IGNOU. What strategies were adopted by these diverse groups, what media they utilized, and what modes of support they prefered are some of the major issues addressed in this study.

scholarly journals Mobile learning: Moving past the myths and embracing the opportunities

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Tom H Brown ◽  
Lydia S Mbati
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Past Experience ◽  
Pedagogical Change ◽  
Negative Effects ◽  
The Core ◽  
Lessons Learnt ◽  
The Future ◽  
Open And Distance Learning

Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails.<br /><br />Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. Acknowledging the lessons learnt through past experience, the authors then explore the opportunities that mLearning provides. mLearning challenges and risks are discussed to assist those who are keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls. The paper concludes by sharing a few thoughts on the future of mLearning.<br /><br />These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change.

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